(EDI 612) Curriculum Development for Early Childhood Education

Syllabus of Record

Catalog Description: Theoretical background and content of curriculum approaches in early childhood programs. Analysis and evaluation of early childhood curricular materials. Experience in designing and sequencing activities for young children. Three credits.

Unit Mission, Philosophy, Values:

Our Mission:

“Teaching, Leading and Learning in a Democratic Society”

The College of Education prepares candidates who enhance the individual growth of their students while working to establish policies and practices that promote the principles of democratic education. The College articulates this mission as Teaching, Leading, and Learning in a Democratic Society.

Philosophy:

Student Potential, Ethical Implications

Believing that schools function as social and political entities as well as for the growth of individuals, the College of Education prepares teachers and leaders

a)to enhance the academic and personal potential of their students

b)to evaluate the social and ethical implications of educational policies and practices.

Values:

“Expertise, Equity, Liberal Education, Social Responsibility”

The College of Education values expertise to guide our practice, equity to guide our interactions, liberal education to guide our perspectives, and social responsibility to guide our commitment to democratic education. We value these ideals in our preparation of candidates, our development of faculty, and our relationships with the larger community we serve.

Unit and Program Standards:

Unit Standards: Michigan Department of Education (MDE), National Council for the Accreditation of Teacher Education (NCATE)

Advanced Program Standards: National Board for Professional Teaching Standards (NBPTS)

Course Standards and Assessments:

NAEYC Standard 1: Promoting Child Development and Learning

1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments.

NAEYC Standard 3: Observing, documenting, and assessing to support young children and their families.

3a: Understanding goals, benefits, and uses of assessment.

3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches.

3c: Understanding and practicing responsible assessment.

NAEYC Standard 4: Teaching and Learning

4a: Connecting with children and families

4b: Using developmentally effective approaches

4c: Understanding content knowledge in early childhood

4d: Building meaningful curriculum

NBPTS2: Teachers Know the Subjects They Teach and How to Teach Those Subjects to Students

2a:Teachers appreciate how knowledge in their subjects are created, organized and linked to other disciplines

2b:Teachers command specialized knowledge of how to convey a subject to students

2c:Teachers generate multiple paths to knowledge

NBPTS: 3: Teachers are Responsible for Managing Student Learning

3b:Teachers orchestrate learning in group settings

3c:Teachers place a premium on student engagement

Common Course Assessment: Thematic Unit

Major Topics:

  • Theories and Trends in Early Childhood Education
  • Theories and Trends in Early Childhood Curriculum
  • Developmentally Appropriate Practices
  • Curriculum Domains (language, physical development, cognitive development, creative arts, social and emotional development)
  • Special Populations and Learning Styles
  • Classroom Culture and Community
  • Working with Parents
  • Curriculum assessment

Course Knowledge Base:

Bredekamp, Sue & Copple, C. (1997). Developmentally Appropriate Practice in Early Childhood Programs. Washington, DC: National Association for the Educator of Young Children.

Fisher, Julie. (2000). Starting from the Child? Great Britain: Open University Press.

Helm, Judy Harris & Katz, L. (2001). Young Investigators: The project Approach in the Early Years. New York: Teachers College Press.

Hendrick, Joanne. (1996). The Whole Child. Englewood Cliffs, New Jersey: Prentice-Hall

Hyson, Marilou. (2004). The Emotional Development of Young Children: Building an Emotion-Centered Curriculum. New York: Teachers College Press.

Jones, Elizabeth & Nimmo, J. (1994). Emergent Curriculum. Washington, DC: National Association for the Education of Young Children.

Krogh, Suzanne Lowell. (1995). The Integrated Early Childhood. New York: McGraw-Hill.

MichiganState Board of Education: Early Childhood Education, Parenting and ComprehensiveSchool Health Unit. (1992). Early Childhood Standards of Quality: For Prekindergarten through Second Grade.Lansing: Michigan Department of Education.

McGinnis, Ellen & Goldstein, A. (2003). Skillstreaming in Early Childhood. Champaign, IL: Research Press.

Rand, Muriel. (2000). Giving It Some Thought. Washington, DC: National Association for the Education of Young Children.

Wolfgang, Charles & Wolfgang, M. (1999). School for Young Children: Developmentally Appropriate Practices. Boston: Allyn and Bacon.

Wolfgang, Charles H. (2004). Child Guidance Through Play. Boston: Pearson.

Wolery, Mark & Wilbers, J. (1994). Including Children with Special Needs in Early Childhood Programs. Washington, DC: National Association for the Education of Young Children.